Search results
Results From The WOW.Com Content Network
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation. [4]
In the early 1970s, Kolb and Ron Fry (now both at the Weatherhead School of Management) developed the Experiential Learning Model (ELM), [2] composed of four elements: concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts, (repeat).
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [ 4 ] [ 5 ] In a professional context, this is known as reflective practice , wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly.
Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
Reflective information is the observer's reflections about the observation being conducted. These reflections are ideas, questions, concerns, and other related thoughts. [3] Fieldnotes can also include sketches, diagrams, and other drawings.
These theorists have proposed sensory and activity-based learning methods. It was Kolb and Fry who were able to develop a methodology for experiential learning that involves concrete experience, observation and reflection, forming abstract concepts, and testing in new situations. [4]
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.